Using Third-Party Evaluations to Assess Socioemotional Skills in Graduate School Admissions

Consideration of socioemotional skills in admissions potentially can increase representation of racial and ethnic minorities and women in graduate education as well as identify candidates more likely to succeed in graduate school. Research on one such assessment, the ETS Personal Potential Index (PPI), showed that the PPI produced much smaller racial/ethnic-gender group mean score differences than undergraduate grade point average (UGPA) and the Graduate Record Examinations (GRE) did. Across levels of institutional selectivity, the PPI can promote racial/ethnic and gender diversity in graduate and professional school in ways that UGPA and GRE scores do not. Predictive validity analyses showed that for doctoral STEM programs the PPI dimensions of (i) Planning and Organization and (ii) Communication Skills positively predict graduate school grade point average as well as a lower risk of academic probation, a determinant of degree progress, both alone and incrementally over UGPA and GRE scores.

When politics trumps strategy: UK–EU security collaboration after Brexit

Both the United Kingdom (UK) and the European Union (EU) have significant incentives for close collaboration in foreign, security and defence policies, given their shared strategic interests, the clear potential for efficiency savings in working together, and the intensity of prior working relations. That the recently negotiated EU–UK Trade and Cooperation Agreement contains no provisions in this area is thus puzzling for followers of European security, who predicted prompt agreement, and for theories of international cooperation, which emphasise the importance of shared threats, absolute gains and prior interaction. We argue the failure to reach such an agreement stemmed from the politics of the withdrawal process itself, which resulted in acute problems of institutional selectivity, negotiating dynamics that polarised the relationship, institutional change that made an agreement less likely, and distributional scrabbling to supplant the UK. Our findings show that the dynamics of moving away from existing forms of cooperation are highly distinct from those motivating cooperation in normal times.

Explaining Declining Trends in Educational Homogamy: The Role of Institutional Changes in Higher Education in Japan

Research on educational assortative mating has devoted much attention to educational expansion but has been less focused on a concurrent trend of importance – growing differentiation among higher education institutions. This study proposes that the bifurcation between high- and low-tier institutions in the context of high participation in tertiary education may help us understand the mixed evidence on educational homogamy trends across countries. I focus on Japan, which is characterized by a clear and widely acknowledged hierarchy of institutional selectivity, as an interesting case study. By applying log-linear and log-multiplicative models to data from the Japanese Panel Survey of Consumers and the Keio Household Panel Study, I find the following results. First, the odds of homogamy are higher among graduates of selective (national/public) universities than among graduates of nonselective (private) universities. Second, homogamy trends among graduates of selective and nonselective universities have diverged in recent years. I discuss these diverging trends, which have been obscured in earlier studies, provide new insights into the role of educational assortative mating in the creation of stratification and inequality.

Does the Community College Pathway Influence the Selectivity of Students’ Destination 4-Year Institution?

Objectives: In this study, we explore the influence of enrolling initially at a community college before transferring to a 4-year institution on the selectivity of the destination 4-year institution. Method: We leverage nationally representative data and a propensity score matching approach to compare the institutional selectivity between students who begin at a community college before transferring to a 4-year institution and those who begin at a 4-year college or university. To estimate the relationship between the community college pathway and institutional selectivity, we employ an ordinal logistic regression model. Results: We find that transferring from a community college to a 4-year institution had a positive influence on the selectivity of students’ destination 4-year institution. More specifically, students who enroll initially at a community college before transferring to a 4-year institution have a greater probability of attending a very selective 4-year institution and moderately selective 4-year institution when compared with native 4-year students. Students who transferred from a community college have a lower probability of attending minimally selective 4-year institutions and open-admission 4-year institutions when compared with otherwise-similar students who began at a 4-year institution. Contributions: By showing a positive relationship between the vertical transfer and the level of selectivity of students’ destination 4-year institution, this study highlights a potential benefit of beginning at a community college before transferring to a 4-year institution.

Learning and Academic Self-Concept

In this chapter, the authors provide (a) succinct synopsis of the scholarship on international students' college learning in the United States, and (b) detailed report of a study comparing international and American students' learning and academic self-concept. The study reveals greater involvement in college learning among international than American students. Regarding what contributes to academic self-concept, there are more similarities than differences between international and American students. Controlling for academic self-concept at college entry, students who are more involved in learning (e.g., more interactions with faculty, more time spent studying alone or with peers) report higher academic self-concept at graduation. Females, international and American students alike, report lower academic self-concept despite greater involvement in college learning. Institutional selectivity has a negative influence on international students. Implications for research and practice are provided.